Futurestars Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

This provision does not meet requirements Leaders do not ensure that they support staff effectively to engage with children during activities and experiences. Some staff members who work in the club also work with children during their school day.

This helps children to become familiar with the staff who look after them. However, the key-person system does not meet younger children's care needs. Staff consistently commend children for following instructions and sharing with their friends.

Children demonstrate a willingness to try new things. Children arrive happy and are excited to see their friends. They receive a warm welcome from the friendly and caring... staff.

Staff plan some activities for children to play with. However, they do not engage with children effectively as they play. They often just supervise children and leave them to play together.

Children play together in small groups for short periods of time. They share role-play resources and help each other to build with various construction materials. Children enjoy being outdoors, throwing balls and participating in running games.

They have experience in being creative and use a range of coloured pencils to colour in animal and flower templates. Children enjoy sticking pieces of paper together and making an ice lolly, which they show to staff and visitors. However, as activities do not hold children's interest for long, this leads to children moving from one activity to another quickly.

Despite this, children behave well and are confident and happy.

What does the early years setting do well and what does it need to do better?

While there are procedures for staff supervision and professional development, leaders do not follow these through thoroughly. This impacts on leaders' ability to identify and address weaknesses in staff's knowledge and practice.

Despite this, staff feel their well-being is supported and say they enjoy working at the club with children.The current key-person system is not effective. The youngest children do not know who their assigned key person is.

Staff do not tailor younger children's time at the club to suit their individual care needs. Additionally, parents and carers find it difficult to build relationships when they are unaware of their child's key person. However, staff do assist children in settling in when they arrive at the club, and children show some confidence in following the established routines.

While staff set some resources and activities for children, they do not provide consistent encouragement for children to participate. Additionally, they do not plan activities well enough to fully engage and motivate children for longer periods of time. At times, staff do not consistently engage with children.

Instead, they often focus on monitoring children, even when playing indoors.Leaders and staff provide effective support for children's positive behaviour. They gently remind children to use manners and follow the club's rules, particularly during snack time and outdoor play.

Children of all ages line up and wait their turn, showing care and consideration for one another.Children have opportunities to engage in experiences that help them to develop their independence skills. For example, staff encourage children to take responsibility by tidying up after playtime, serving themselves at mealtimes and washing their own plates after eating.

Parents comment that their children enjoy attending the club, socialising with different age groups and meeting their friends. Staff communicate with parents during pick-up times to provide updates on their children's daily activities. However, parents of younger children report that they are not informed about their child's key person.

This hinders effective and consistent two-way communication regarding the care and well-being of young children.Leaders form good partnerships with the host school and children's teachers. They encourage staff to share important information regarding children's day at school.

This approach helps to create consistency for children. However, staff do not provide activities that complement what younger children enjoy at school. Moreover, staff often fail to consistently include children's input when planning activities.

Children are confident in making decisions and directing their own play. Staff support some of their interests and encourage them to choose activities independently. For example, children select outdoor play, enjoy using skipping ropes and large scoops while throwing and catching balls.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date ensure that all staff receive effective supervision and coaching, to identify their weaknesses, training needs and help them to fulfil their roles and responsibilities 28/02/2025 make sure that all younger children have a named key person who liaises with parents to tailor every child's care to meet their individual needs.

28/02/2025

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